Characterizing epistemic atomic modeling knowledge

Abstract

Engaging in the practice of modeling is one of the core skills identified in the Next Generation Science Standards for K-12 Science Education. Drawing on the findings of fifty years of chemical education research on students’ comprehension of atomic theory and the nature of matter, we argue that student's capacity to model abstract chemical phenomena is important to acquire a deeper conceptual understanding. In this project, we explored how the knowledge of what counts as a scientific model is structured across six modeling dimensions in undergraduate general chemistry students and how that perception interplays with their interpretation of different atomic models. Analysis of semi-structured interviews shows that students possess relatively unsophisticated and unstable knowledge of the nature of scientific models. However, we observed a temporal improvement when their ideas are situated in a context over the course of the interview. Also, students interestingly invoked different ideas to justify the most accurate way of representing the atom, falling back on their perceptions of what serves as a good scientific model. These results have implications for supporting student engagement in the practice of modeling in general chemistry, specifically, when external feedback would be useful for supporting learners in integrating their content knowledge with their modeling knowledge.